Gifted students need more room to shine

Selective high schools reward hard work and deliver strong results. Parents should not be punished for seeking the best for their children. But selective schools also raise problems of fairness, social cohesion and lost opportunity for students with untapped talents who don't fit the increasingly rigid mould.

Policy makers in NSW need to rethink entry rules and boost the number of partially selective schools.

The latest push for change comes as the O'Farrell government considers a proposal from the principal and parents of the selective Sydney Boys High School.

It has the third highest entry test cut-off in the state. Rather than only accept students who score in the top 2 per cent of that one exam, the proposal would allow one-sixth of the SBH entrants to be students who fell short but live near the school and meet criteria for extracurricular activities, sport and leadership.

One suggested rationale is to help SBH more closely reflect its local community. Enrolments are overwhelmingly from out-of-area families of Asian heritage. But that alone is no justification.

Another is that SBH should fill the gap because the inner east has few comprehensive schools. Again, the government could build a new school.

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But one concern, the narrowing of the school's educational focus, is worthy of action. The entry test for SBH and other selectives laudably seeks out the most academically talented but misses students with other intelligences and talents. It also encourages cramming and tutoring not available to all children.

Entry requirements should be broadened to account for the local community, special talents and changes in student performance during high school.

In the SBH case, that might mean accepting local students who scored in the top 5 per cent but did well at music auditions, sports trials or community work. In addition, interviews would reveal much about a child's true potential.

Yes, parental pressure often demands a narrow academic focus in search of HSC marks. Some principals and teachers play along because good results bring career rewards. The upside can be concentrated teaching excellence at selective schools. The downside can be problems for comprehensive schools trying to attract good specialist teachers.

The Gonski reforms should reduce the downsides if they eventuate. More schools will be resourced to establish centres of teaching excellence.

But other systemic problems remain.

Some areas of the state have no physical access to a selective school. Technology offers a partial solution. Students at comprehensive schools in western NSW have access to a virtual selective school, xsel. The model can be extended to other areas, especially as the broadband network is rolled out.

Some will argue these reforms dilute the benefits of selective schools.

The Herald believes the system can be redesigned to stop that happening.

One option is already emerging. Under pressure from parents, more local high schools are offering entry tests for extension classes for pupils who miss out on selective school entry.

While well-intentioned, this is ad hoc. Many comprehensive schools still struggle to provide a general education for students of any ability, let alone specialist support for the gifted and talented.

A more systematic approach is to sharply increase the number of partially selective schools.

In 2002 the landmark report into NSW schooling under the chairmanship of University of NSW professor Tony Vinson found partially selective schools improved social cohesion. They could also deliver a ''rub-off effect'' as selective and non-selective students enjoy high teacher expectations.

The inquiry conceded students in mixed schools could be labelled as either smart or dumb, doing neither any service.

Vinson suggested schools signal clearly through awards and leadership opportunities that all students are valued.

Most important, the system needed to increase mobility between selective classes and community classes to reward hard work and emerging talent.

While the Herald backed these principles at the time, it rejected Vinson's call to scrap all but the seven oldest selective schools and force the others to accept half their students from the local community. Most of Vinson's recommendations were not adopted.

In the past 11 years parental expectations have risen but the selective schools system has arguably narrowed.

So it is time to improve on Vinson's vision. The government should consider changing the entry criteria for the state's 17 fully selective and 25 partially selective schools. New partially selective schools could be created from comprehensives in areas where the most talented students are just missing out.

And technology should be used to ensure the selective excellence can spread to as many comprehensive and private school pupils as possible.

All this will cost money. Without Gonski, it's less achievable.

An everywoman we knew on a first name basis

The late Hazel Hawke was a credit to Australia; a ''first lady'' who stood by her flawed and talented man; one who stepped out of his enormous shadow to become a formidable force for good in her own right.

But Hazel could just as easily have been your mum, your sister, your aunty or your friend.

And you know someone who has endured what she did.

You understand many more will. Indeed, you even have to accept it may be you who struggles through, emerges stronger, then has to face the reality. ''It's a bugger. It's just bad luck,'' Hazel said in 2004 as she struggled with dementia.

Note the use of her first name. We trust Hazel would forgive the informality. ''Mrs Hawke'' doesn't do her justice.

Hazel was everywoman in Australia. An abortion to help hubby's career, loss of a four-day-old child, a husband's drinking and womanising, a drug-addicted daughter and low self-esteem.

Yet at each stage she picked herself up, learnt to joke about it and got on with her mission of helping others.